Integration Policy for Syrian Refugees’ Access to Turkish Higher Education: Inclusive Enough?

Forced migration has been a crucial social phenomenon in the last decade. It has had inevitable impacts on higher education in the world and EHEA in particular. Since 2011, the Syrian refugee population living in Turkey increased to 3.3 million, which makes Turkey the country with the most refugee population in the world. As of 2017, 14,740 Syrian students were enrolled in 140 Turkish higher education institutions. However successful, enrolling has been a challenging experience for both the students and the Turkish universities in terms of recognition of qualifications, admission procedures and quality among other difficulties. This paper, which aims to investigate the access routes, qualifications and social dimension of the Syrian refugees studying in Turkish universities, is based on quantitative data gathered during a project called “Elite Dialogue” completed in May 2017. The field research involved 497 university students who participated in the interviews, of whom 395 filled in the online interviews and 102 participated in the face to face interviews during workshops in four cities (Istanbul, Ankara, Gaziantep, and Mardin). The questions were designed to learn about their academic and social inclusion into the Turkish higher education system. Therefore, the interviews consisted of questions relating to their academic background to understand if they had attended a university or received any degree in their home country. The interviews also covered their experience in accessing Turkish universities, the quality of the education experience, their qualifications and the barriers they have faced so far. Lastly, the financial and social conditions they face, the social, financial and academic level of their families, and their future plans for employment were investigated. New legislative rules and implementations, a new understanding of the access routes in a centralized higher education system, new approaches to the recognition of prior learning, new programs to overcome language barriers and to keep the quality high are the challenges that Turkey has been facing in the last five years. The findings of the research, analyzed in the paper, will hopefully contribute to overcoming the new challenges of refugees in higher education in Turkey and in the EHEA.

Sports sciences and sports education are applied in various scientific disciplines of Turkish higher education. Sport Sciences are applied in many universities in Europe to sports education students in higher education and to students in other departments for to meet social needs. In this regard, restructuring sports education is a new requirement in Turkey in terms of European sports education cooperation and developments. The aim of this study is to examine European Higher Education Qualities and Turkey's Higher Education Sports Education Process for to set forth an understanding regarding mission and vision in the forthcoming years. ISCED, EASM, and AEHESIS sports education models and European Union education process are analyzed within the scope of the research. Eventually, Turkey is in a restructuring process in terms of physical education and sports education in higher education, Bologna process and qualities. Within the scope of this regulation, anew sports education and basic field qualifications curricula should be updated by considering determination of basic fields. Turkish Higher Education Qualifications Framework (TYÇÇ) basic field qualifications that are formed based on the ISCED concerning Coaching Education, Sports Management and Recreation Departments should be reclassified.

Before the civil war broke out in Syria following the uprising in March 2011, Turkey and Syria had a rather good relationship permitting an easy crossing of the border and letting thousands of Syrian nationals to pursue their studies at the northern neighbor. With the deepening of the fights in Syria, the number of refugees flowing into the Turkish Republic was growing, and according to recent statistics, an estimated 3 million Syrian asylum seekers reside on Turkish soil. Some of them live in refugee camps, some of them with family members holding Turkish citizenship, and an increasing number of them made Turkey their home thanks to scholarship programs provided by the Turkish government, universities or civil society organizations. In our present paper, we would like to analyze the usage of the method of secondary data analysis the current situation of Syrian refugee students studying at Turkish universities. We would first concentrate on the statistical aspect of the issue using the tables provided by the Turkish pedagogical agent called Measurement, Selection and Placement Center (OSYM) and the Higher Education Board (YOK), the total number of students and the academic and social background of those benefitting from the above opportunities. Later on, we project to highlight the main reason why a refugee can find Turkey an ideal place for his or her academic career and research, what their rights and duties and how can they contribute to the development of Turkey and the refugee community int hat country. The story of refugee students in Turkey can prove how survivals of a disastrous tragedy can have a benefit from a quality education in order to be reintegrated into society and promote peace and understanding. How to cite: Bariscil, A. (2017). An Emergency Academic Support - Syrian Refugee Students in the Turkish Higher Education. Revista Romaneasca pentru Educatie Multidimensionala , 9(1), 39-49. DOI: http://dx.doi.org/10.18662/rrem/2017.0901.03

<p style="text-align:justify">The current study investigates the academic adaptation levels of international students and their motivations for pursuing higher education in Turkey. The study also aimed to compare the adaptation of international students in higher education in terms of various variables such as gender, age, duration in Turkey, education level, and university. A mixed-methods design was employed, incorporating both quantitative and qualitative methodologies. The study involved 222 international students from four universities in Konya who completed an online questionnaire. Data collection used the "international students’ adaptation to higher education" scale. The quantitative data in this study were subjected to statistical analyses, using non-parametric tests such as the Mann– Whitney U test and the Kruskal– Wallis H test, while the qualitative data were analyzed using the content analysis technique. Because of the analysis, it was noted that international students demonstrated heightened levels of adaptation in the realms of academic processes, academic principles, and socio-cultural dimensions of university life. However, a moderate level of adaptation was identified in the domain of academic experiences, shedding light on some challenges encountered by students in this aspect. Additionally, the results showed no significant differences in academic adaptation levels among international students based on study variables. Concerning the motivations of international students to pursue higher education in Turkey, prominent factors encompass the quality and diversity of higher education opportunities, historical and cultural heritage, ease of living, affordability, and religious and ethnic ties. This underscores the importance of universities and policymakers in Turkey to recognize challenges and promote the strengths of the country as an international study destination.</p>

The increasing presence of international students in higher education in Turkey has brought their working conditions and issues related to occupational health and safety into sharper focus. Türkiye’s educational and cultural richness attracts an international student body. Some of these students work during their education to meet their economic needs. For the methodology of the research, document analysis from qualitative research methods was employed. Primary data sources for the research include legislation related to Occupational Health and Safety (OHS) intersecting with international students in higher education in Turkey, academic articles, books, and reports. The obtained data were classified according to the aim of the research and discussed under respective headings. According to the results of the study; international students face challenges due to language barriers, cultural adaptation issues, and lack of knowledge about their legal rights. These challenges lead them to low-wage jobs and deprive them of occupational health and safety standards. It is recommended for Turkey to provide occupational health and safety training for international students and organize informative seminars about legal rights and work permits. Participation of employers in awareness programs targeting this group of students will be a significant step in solving these problems.

The number of Syrian students in higher education in Turkey is increasing every year. In the 2019-2020 academic year, this number has reached 37,236. During this period, Harran University ranks first among 209 universities with 2,677 Syrian students, with the highest number of Syrian students studying in the university. One of the most fundamental facts inherent in migration is the human encounter experienced by the migrants and host communities. Both communities are affected by this encounter in various ways. In this study, social inclusion problems faced by Syrian asylum seeker higher education students throughout their education and daily life have been highlighted, and an evaluation has been made on the social experiences and problems faced by Syrian students studying at Harran University. For this purpose, two focus group meetings were held, each with six participants. The data obtained from focus group interviews were analyzed within the framework of various basic problems such as acceptance, social interaction, uncertainty, foreignness, stigmatization, and marginalization. The main problem of this study is that Syrian students have a high desire to participate in society and live together, but they continue to experience problems such as marginalization, exclusion, and deprivation of psycho-social support in different ways.

This research explores the current status of implementing policy in sustainable development related teaching in higher education in Turkey. Turkish higher education policy has included increased commitment to sustainable development in recent years. However, there has not been much research conducted on its implementation. Hence, this study involves assessing the current status of sustainable development in teaching at higher education institutions (HEIs) in Turkey. Regarding the research design, a systematic review of accumulated sustainable development related teaching in all 193 HEIs in Turkey (as of the 2015–2016 academic year) was carried out. The accumulated programmes are categorised by occupation concerning sustainable development for the future of Turkey, and the courses are presented within those categories. Whilst many programmes and courses related to sustainable development were identified, the data also reveals the following features: the repetition of same courses; disciplinary partiality, particularly on environmental engineering; disciplinary conservatism and the lack of interdisciplinary practice in general; and last but not least, the differences between what sustainable development means in the European higher education political initiative and what the state of practice is in Turkish higher education.

This article analyses whether social media platforms contribute positively to cultural integration and, if so, identifies the methods and features through which they achieve this. In the theoretical section of the Study, the Social Penetration Theory is explored to utilize its predictions. According to one of the core predictions of this Theory, individuals are initially reluctant to disclose personal information and keep relational closeness limited up to a certain threshold. However, as relationships deepen, the extent of self-disclosure increases. To analyze this prediction, I employed a case study approach within the research. I conducted in-depth and open-ended question interviews with international students in Turkey's higher education phase, asking about the effects of the social media platforms they have used during their social adaptation process since arriving in the country. Through the responses obtained, I performed a descriptive analysis. The findings reveal that social media participation and integration experiences among international students in Turkish higher education are similar and that social media platforms tend to have more negative than positive effects during the adaptation process. Significant challenges for integration include language learning, communication with peers, and dealing with discriminatory/hostile expressions. Conversely, the facilities their universities provide, official integration activities, and the advanced culture of solidarity in their physical and social environments offer significant benefits. Therefore, it is recommended that social media platforms develop inclusive, favorable policies for minority or ethnically/culturally diverse groups.

Syria: the neglected health crisis deepens

Irregular refugee flows have always constituted a serious concern for the European Union (EU). Thirteen years have passed since the starting of the Syrian Civil War and the number of displaced Syrians reached over 14 million (UNHCR 2024). While the Syrian refugee crisis was unfolding, Russian invasion of Ukraine in February 2022 has led to the emergence of an additional refugee crisis: the Ukrainian refugee crisis. The number of displaced Ukrainians reached nearly 6.5 million (UNHCR 2024). In the case of Syrian refugees, the EU have preferred to deliver humanitarian aid to those states hosting the largest number of Syrian refugees and to control irregular Syrian refugee flows rather than providing legal grants. In contrast to the case of Syrian refugees, member states largely provided Ukrainian refugees legal protection in the form of temporary protection. In this regard, while the EU has demonstrated its full commitment to 1951 Refugee Convention (Geneva Convention) regarding Ukrainian refugees, similar adherence cannot be observed in terms of Syrian refugees. The purpose of this study is to identify the responses of the EU institutions and EU member states to Syrian and Ukrainian refugee crises. Through a comparative analysis, this study spotlights the EU’s contrasting policies and the geopolitical, social, and economic considerations influencing the divergent responses towards these two refugee populations.

Since 2011, millions of Syrian people have had to leave their country and seek shelter in neighbouring countries and in Europe. Forced migration or displacement creates multiple vulnerabilities while trying to settle in a new environment. Socioeconomic, cultural and psychological vulnerabilities hinder them from participating actively in society. Higher education is one of the main ways that refugees and displaced people cling to hope for a better life. Their access to and participation in higher education has been a challenging route for many reasons both for themselves and also for the higher education systems and universities in their host countries. Turkey has a unique place in regard to Syrian refugees. It hosts the largest refugee population in the world with 3.6 million Syrians and 500,000 asylum seekers from other countries, such as Iraq, Iran, Afghanistan and Pakistan. Turkey has a young population with the 5–17 age group comprising 21% of the population, but the Syrian population is much younger as its rate is 30%. Turkey is also the country with the largest student population in the European Higher Education Area. The incomparable magnitude of the situation, among others, plays a crucial role in developing new integration policies. In spite of the ongoing difficulties and challenges, the past nine years proved a success story in protection, social cohesion and integration of these newcomers. Turkey has been suffering from some challenges, such as a supply and demand imbalance in higher education. Demographic factors, shortcomings of the higher education system and the unemployment rate among university graduates have been some long-term challenges for Turkish higher education. Moreover, a common misconception in public opinion, that Syrian refugees are admitted to Turkish universities without fulfilling the requirements, adds new challenges for future policies. Both the sheer number of migrants and also the emergency of the situation during this migration flow necessitated some action to be taken in the area of higher education. In a country like Turkey, where there is high competition between students to pass the nationwide university selection exam each year, encouraging Syrian students to access higher education seems to be an area for discussion. This paper is based on the fieldwork of research conducted in the context of the Hopes-MADAD project entitled “Elite Dialogue II- Dialogue with Syrian Refugees in Turkey through Syrian Academics and Students” in 2019. The main research subject is which types of vulnerabilities Syrian university students face, and how they can integrate into society in Turkey. New approaches and definitions are needed to touch the actual needs of the refugees to be actively involved into society. Nevertheless, research on the higher education practices of vulnerable groups in general, and of Syrian students in particular, is largely missing.

The implementation of quality assurance (QA) is one of the most challenging reform areas for Turkey due to the unique organization of its higher education system. This paper explores the development of QA systems in Turkish universities. Using a qualitative case study approach, the authors examine how Turkey accomplishes the goal of implementing QA practices at institutional, national and international levels. The data included policy documents and interviews with the Turkish Bologna Experts who shared their experience of the implementation process. The findings suggest that Turkish policy-makers and universities have made considerable progress in improving QA systems and aligning national policies with those found in other Bologna nations. We conclude that the focus of current reform should be on developing internal quality practices and encouraging participation of all stakeholders. Turkish higher education needs to find its own combination of measures that will consider historical and social characteristics of quality culture and to develop strategies befitting Turkey's conditions.

This qualitative case study examines the resettlement experiences of Syrian refugees through semi-structured interviews with eighteen Syrian refugees living in Cincinnati, OH, USA. Resettlement experiences reveal challenges to refugees’ long-term integration, address the limitation in state policy practices, and provide insight to meet refugees’ needs. Findings indicate that Syrian refugees’ resettlement generates serious obstacles to their integration, including uninhabitable homes, unsafe neighborhoods, job insecurity and economic instability, lack of language proficiency, and social isolation. The findings also show that the resettlement policies and programs aimed to promote refugees’ self-sufficiency are not compatible with their self- identified needs of Syrian refugees. However, state and local resettlement agencies collaboration with refugees may ease refugees’ transition. Future research may explore the experiences of Syrian refugees who settle in other regions of United States to determine if their experiences differ based on location. Identifying the impact of contextual factors on the resettlement experiences of refugees can help us develop programs and policies that address the subjective needs of both Syrian and other refugee populations.

The Academicians’ Perspective on the Challenges Facing Higher Education in Turkey

This study aims to determine the extent to which the role of UNHCR in dealing with Syrian refugees in Turkey. UNHCR as an international organization with a special mandate in the handling of refugees globally, especially Syrian refugees, has an important role as humanitarian assistance and in capacity building. In addition, UNHCR also undertakes a variety of strategic cooperation with several other local / international organizations such as UNICEF, IOM, WFP, and AFAD. The role undertaken by UNHCR is urgently needed and important for Syrian refugees in Turkey. Providing protection for their safety and human rights in other countries must also be guaranteed for their sustainability to avoid uncomfortable actions from the country where the refugees are located. In addition, the cooperation undertaken by UNHCR with other local / international organizations can have a direct positive impact on refugees through the large number of humanitarian and humanitarian assistance and monitoring of the safety of Syrian refugees in Turkey. Keywords: International Organization, Role of International Organization, UNHCR, AFAD, Syrian Refugees